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بررسی رابطه بین خود تنظیمی و تفکر انتقادی معلمان زبان انگلیسی | ||
فناوری آموزش | ||
مقاله 6، دوره 5، شماره 2 - شماره پیاپی 18، فروردین 1390، صفحه 117-124 اصل مقاله (582.3 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2011.292 | ||
نویسنده | ||
افسانه غنیزاده* | ||
گروه زبانهای خارجی. دانشگاه آزاد اسلامی مشهد،مهشد،ایران | ||
تاریخ دریافت: 04 آذر 1389، تاریخ بازنگری: 25 دی 1389، تاریخ پذیرش: 25 دی 1389 | ||
چکیده | ||
مطالعه حاضر به بررسی رابطه بین خود تنظیمی و تفکر انتقادی معلمان زبان انگلیسی در آموزشگاههای زبان پرداخته است. علاوه بر این نقش سابقه تدریس در خود تنظیمی معلمان و رابطه بین سن و خود تنظیمی مورد بررسی قرار گرفت. بدین منظور، 92 معلم زبان انگلیسی بر اساس نمونه موجود از آموزشگاههای مختلف زبان انگلیسی سطح مشهد انتخاب شدند. از این معلمان خواسته شد آزمون تفکر انتقادی واتسون گلیزر و پرسشنامه خود تنظیمی معلمان را تکمیل نمایند. نتایج به دست آمده از تحلیل آماری همبستگی بر روی دادهها استدلال تئوریک مبتنی بر وجود رابطه بین تفکر انتقادی و خود تنظیمی را تأیید کرد. تحلیلهای آماری نشان داد که از میان فاکتورهای تفکر انتقادی دو عامل ارزیابی بحث و تفسیر بیشترین همبستگی را با تفکر انتقادی دارند. افزون بر آن، یافتههای تحقیق نشان داد که رابطه میان خود تنظیمی معلمان، تجربه تدریس و سن آنان نیز معنادار است. | ||
کلیدواژهها | ||
تفکرانتقادی؛ خود تنظیمی؛ معلمان زبان انگلیسی؛ تجربه تدریس؛ سن | ||
موضوعات | ||
شایستگی حرفه ای معلمان | ||
عنوان مقاله [English] | ||
An Investigation into the Relationship Between Self-Regulation and Critical Thinking Among Iranian EFL Teachers | ||
نویسندگان [English] | ||
A. Ghanizadeh | ||
Department of Foreign Languages, Islamic Azad University, Mashhad branch, | ||
چکیده [English] | ||
This study investigated the relationship between Iranian EFL teachers' self-regulation and their critical thinking ability in language institutes. Furthermore, the role played by their length of teaching experience in their self-regulation and the relationship between their age and self-regulation were examined. To this end, 92 EFL teacherswere selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the 'Watson-Glaser's Critical Thinking Appraisal' and the 'Teacher Self-Regulation Scale' anonymously. The findings yielded via correlation supported the theoretical expectation of a linkage betweenself-regulation and critical thinking. Subsequent data analyses indicated that among the components of critical thinking, 'evaluation of arguments' and 'interpretation' have the highest correlations with teachers' self-regulation. In addition, significant correlations were found between teachers' self- regulation, their teaching experience, and their age. The conclusions and implications of the research are further discussed with reference to earlier findings. | ||
کلیدواژهها [English] | ||
Critical thinking, Self-Regulation, EFL teachers, Teaching Experience, age | ||
مراجع | ||
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